Suzanne Robertshaw (INTO Manchester), Teaching learners witgh AD(H)D, Thursday, 18th November 2018, MMU, Birley Fields.
This interactive talk will focus on raising awareness, perhaps busting some myths, and offering strategies for teaching students with ‘Attention deficit (hyperactivity) disorder’ (AD(H)D). Suzanne’s extensive family experience of this condition and many years in supporting EFL students with AD(H)D have brought a realisation of how the methods applied to include these types of students can be of great benefit to the class as a whole. 1 in 20 young people in UK have an AD(H)D diagnosis, but what about the rest of the world? The talk will briefly talk about the challenges she has faced on a cultural level, when trying to tackle the practicalities of this condition. She will also address how commonly this condition co-occurs with other Learning Differences, such as Dyslexia. Finally, she aims to show how we can capitalise on the many strengths presented by a neuro-diverse student in order to create an enriching and inclusive classroom environment.
Melinda Whong (University of Leeds), ‘Exploiting the Creativity of Language for Language Learning’, Thursday, 18th October 2018, University of Salford, Maxwell Building.
This session will begin by exploring what it means to say that language is creative. We will then turn to language learning to consider the role that the existing native language plays in the learning of a foreign language. These two themes of i) creativity and ii) existing language knowledge will be explored through a series of tasks which encourage participants to reflect on what they already do in their work with language learners. By sharing existing practices and developing new ideas, we hope to inspire participants to think of ways to exploit the creative nature of language, and in particular by appealing to their students’ existing knowledge of language.
Wasyl Cajkler, ‘EAL in initial teacher education – fighting for a lost cause?’ Wednesday, 13th June 2018, MMU, Birley Fields.
In this session, working from the perspective of an aging teacher educator, I will discuss a number of issues relating to EAL in initial teacher education:
• The decline in time for focusing on EAL pedagogy
• The rise of explicit grammar teaching, often diffident, sometimes erratic, and its influence
• What new teachers need to know about EAL to prepare for the mainstream
• Ways forward for future practice in the preparation of teachers
Huw Vasey and Alex Robertson, Multilingual Manchester, The University of Manchester, ‘Multi-lingual Manchester: engaging with the city’s diversity’. Wednesday, 18th April 2018, MMU, Geoffrey Manton.
This talk introduces Multilingual Manchester (MLM), a research unit based in the School of Arts, Languages and Cultures at The University of Manchester. At MLM, we raise awareness of the city-region’s language diversity. We work closely with local authorities, service providers, schools and community initiatives to co-design research and support organisations in identifying and responding to language needs. Second, we will discuss our ongoing research into English language provision in Manchester.
Joanna Davidson-Hajto (Salford City College), ‘Teach, Learn, Relax, blog. The chemistry of grammar: from a coursebook to personalised, motivational and modern resources that (not only) students will love’. Wednesday 31st January, 2018, University of Salford, Maxwell building.
You will be introduced to general Ofsted recommendations on embedding current themes into the lessons. To follow up, various ICT resources that can aid teaching grammar will be presented, as well as there will be a chance to analyse some grammar tasks and discuss why they have been successful. Finally, we will practise transforming commonly known grammar exercises into creative, relevant and meaningful materials that follow “try & do” approach, focus on students’ needs, motivate students, and make them and their effort valued, at the same time giving students a chance to practise outside the classroom. The techniques are suitable for any level.
Cormac Conway (Manchester Adult Education Service), ‘The use of film to enhance learning in the ESOL classroom’, Monday 18th December, 2017, Manchester Adult Education Services, Longsight Library and Learning Centre.
This workshop will identify some ways in which moving images can be incorporated into lessons to focus on grammar, fluency, vocabulary etc. and allow for authentic listening comprehension, as a jumping off point for language practice and effective pair and group work. It will present a range of possible activities to try in lessons and practical ideas on how to incorporate film & TV into lessons that you and take away and modify and improve in your own teaching.
Sarah Telfer, University of Bolton. ‘The use of storytelling and personal anecdotes to teach grammar in the ESOL classroom’ , Thursday, 19th October, 2017. MMU, Birley Fields.
This workshop will explore the use of storytelling and anecdotal stories as a grammar teaching technique in the Literacy and language classroom. It will discuss the advantages of using storytelling as a pedagogic tool in learning and teaching to enhance learners’ communication skills and to encourage learner engagement and interaction in grammar teaching.
Gabriel Diaz Maggioli, ‘Thinking like a designer, doing like a super teacher – workshop’, Monday, 10th April, 2017. MMU, Birley Fields.
Design thinking offers teachers a novel way of approaching their job. Just like a designer attempts solutions for clients, a teacher attempts solutions to learning quandaries. In this workshop, we will explore design thinking by engaging in a series of tasks around the use of cloze texts. We will explore how to make a "tried, tested and traditional" classroom procedure into a Learning 3.0 tool. We will then collectively apply the design thinking process to the reformulation of other "tried, tested and traditional" teaching tools.
Tim Phillips, Head, Teacher Development, English & Exams, British Council, Wednesday, 8th March, 2017 ‘The goat in the classroom and other teachers’ tales’. MMU, Geoffrey Manton.
In this presentation, I’ll be telling some of the stories of our projects round the world, illustrated with video of what we’re doing and of teachers talking about their experiences in achieving success despite difficult conditions. I’ll be exploring the challenges that teachers face. I’ll describe ways in which generally-accepted good practice in language teaching is related to specific contexts. I’ll discuss how we help to make a sustainable difference to teachers’ lives
Brian Tomlinson, ‘Creative use of the coursebook’ 7-12-17, MMU, GM6
In this session, I’ll articulate my main principles of creativity in language use and language learning before showing how I’ve made use of these principles to generate a menu of ways of making creative use of coursebook units without a lot of extra preparation. Some of these creative ways will be demonstrated with units taken from coursebooks and audience responses and suggestions will be invited and discussed.
Link to Brian Tomlinson's slides
Jeremy Harmer, ‘Back between the covers? Inwards and outwards course books for a modern age’ , 18-10-16, MMU Birley Fields L3
In this presentation, I’ll be telling some of the stories of our projects round the world, illustrated with video of what we’re doing and of teachers talking about their experiences in achieving success despite difficult conditions. I’ll be exploring the challenges that teachers face. I’ll describe ways in which generally-accepted good practice in language teaching is related to specific contexts.
Claudia Ferradas, 'Reading the world ... in English' , MMU GM6, 17-04-16
This presentation will explore how to approach short literary texts at different levels to help learners develop intercultural awareness and encourage them to produce their own “identity texts” to find their own voice in English.
'L1 in the L2 classroom' By Katalin Egri-Ku-Mesu (Northern Consortium UK) MMU Birley Fields, Wednesday, 10th February, 2016
‘In my talk, I will interrogate the so-called monolingual assumption (Hall and Cook, 2012, p.276) and attempt to uncover why the use of the learners’ L1 in the English language classroom continues to be frowned upon despite the fact that research (e.g. Anton and DiCamilla, 1998) has confirmed the important role L1 plays in the second language learning process.
Handout link : L1 in L2 ... SLIDESHOW
'Can mindfulness make teacher reflection better?' By Ya-Chu Lee (Jiang Chen Shi), University of Lancaster , MMU Geoffrey Manton Building, Thursday, 3rd December, 2015.
This talk aims to give a preliminary overview of the potential benefits of incorporating mindfulness into the process of teacher reflection and to bridge the current gap of knowledge between ELT reflection and mindfulness
'Techniques for writing with reference to reading in the academic version of IELTS' Sam McCarter, University of Salford, 19th October, 2015
Sam will be looking at the challenges of preparing learners for writing assessments in IELTS.
This is Sam’s second presentation for NATESOL at Salford University following the very appreciative response from the large audience at the event held in October of last year.
The talk will look at various techniques for improving students’ writing skills in the academic version of IELTS with reference to the reading component. There will be several workshop elements in the talk.
'The Chimp Paradox and its contribution to a stress free working life' by Diarmuid Fogerty ( Salford University, 19th May, 2015)
Is it possible to work in the field of language teaching and to enjoy a relatively stress-free existence? I think so. In this talk I will introduce you to The Chimp Paradox. This is a mind model devised by leading Sports Psychiatrist, Steve Peters. The talk will outline the three major components of the model and will explore how the interplay between them can be regulated to minimise any sense of stress and anxiety. I will share with you ten pieces of insight from the book that I found particularly helpful and I will hopefully leave you with a strategy for rising above the many inconsequential factors that keep us awake at night.
Diarmuid Fogarty is the Director of Studies for English Language Programmes at INTO Manchester.
‘Maintaining motivation- engaging learning in the lesson and throughout the course' by Craig Thaine (Co-sponsored by CUP) 14 April, 2015 MMU
Motivated learners are more likely to engage in the learning process both inside and outside the classroom. However, it is sometimes difficult to determine exactly what it is that motivates learners. Is it their individual desire to learn, or is it the materials we use, or could it be what actually goes on in the classroom? This workshop will look at the recent history of motivation in English language teaching and then outline ways that teachers can think about motivation. We will then explore how teaching materials and real-time classroom interaction can inhibit or promote learner motivation. We will look at what aspects of the learning process teachers can most easily influence in terms of developing motivation and consider practical ways of doing this.
Richard Smith, Associate Professor, Centre for Applied Linguistics, University of Warwick. ‘Celebrating and researching teacher associations’. Wednesday, 4th February, 2015. MMU, Geoffrey Manton.
In the major part of the presentation I invite participants to both share and engage in some research into their own experiences of teacher development with a focus on the role of TAs. I also share research which has been done into other TAs and suggest both an agenda for future research into TAs and a pathway to TAs themselves becoming ‘Researching Teacher Associations’
NATESOL 30th ANNIVERSARY SESSION
‘Upgrade! Demand High To Bring a Grammar Lesson Alive’ by Jim Scrivener (Co-sponsored by CUP) 02-12-14
The involving practical talk demonstrates how every teacher can get more out of routine course book exercises.
Demand-High teaching is active, interventionist, challenging teaching. DH proposes that a teacher can be a “teacher” again. This session offers concrete practical techniques to get away from ritualised coursebook use, to help engineer a deep engagement with grammar and to make learning more visible, challenge students and nudge them to achieve more than they thought possible.
Demand high! Aim for upgrade!
LINK to Scrivener slides
'Strategies for IELTS reading and writing.’ by Sam McCarter. University of Salford, 27/10/14
Sponsored by Macmillan Publishing
am will be looking at the challenges of preparing learners for reading and writing assessments in IELTS.
He will also address the following questions. Are there any stock formats/processes for the structure and content of IELTS questions in relation to their reading texts? Do these formats suggest any common core strategies that can be imparted to students in terms of exam strategies to work on prior to an assessment?
LINK TO MCARTER PRESENTATION SLIDES
‘Spaghetti Junction: unpicking grammar for teachers.’ By Huw Bell (MMU) MMU, Didsbury Campus, 17th June 2014.
This practical session will invite teachers to explore grammar and knowledge of grammar through a focus on one key concept from the National Curriculum. We will examine the concept, some ways it can be taught effectively and available materials to support learning.
Huw Bell slideshow Huw Bell presentation PDF Huw Bell notes
Study, Work, Life: Developing transferable skills across domains. By Steve Taylore-Knowles. Macmillan sponsored event. MMU All Saints, 18th March, 2014
Despite predictions, English teachers have not been entirely replaced by software! This session looks at what it is that we bring to the educational process as people who are effective in their professional, academic and social lives. We consider the need in our English classrooms to help students prepare for an unpredictable, rapidly evolving future, with particular focus on developing transferableskills that will allow them to meet future challenges with flexibility, adaptability and confidence.
'Demystifying the art of test writing – hints, techniques and resources.’ 10-02-14
By Martin Eayrs
This talk aims to demystify the seemingly problematic ‘science’ of writing tests that are valid and reliable, showing how by
judiciously applying some techniques and strategies classroom teachers can write test items that are appropriately constructed, and at a level relevant to the students’ ability. We shall take the Council of Europe Framework (CEFR) asour reference point, and explore different test types in the context of the different language skills, critiquing sample test items as we go along. We shall also look at some useful writing tools during the course of the session.
Martin Eayrs is a test item writer for a number of international English language exam boards. He also works as a consultant to schools and governmental bodies on issues of Quality Assessment. Previously he was a lecturer at the universities of Essex and Salford, Head of the International Study Centre at Lancaster University and Academic Director at INTO Manchester.
LINK TO HANDOUT 1 LINK TO HANDOUT 2
Handout 1 Powerpoint show
'Visiting the doctor: what learners of English really need to know'
by Duncan Cross 26-11-13
Much of the teaching material available for visiting the doctor revolves around describing an ailment and gaining medication. There are often a myriad of factors which are not discussed in the ESOL/EFL classroom which may influence diagnosis or care that is provided in the UK. In this interactive talk we will look at some of the issues that are discussed in a medical consultation and how we might introduce difficult topics in the classroom.
Duncan Cross is employed by the NHS working with refugee healthcare professionals and international staff. He is currently undertaking a PhD, researching refugee healthcare professionals and international medical graduates’ language and communication skills.
‘Listening & pronunciation- new models / new activities'. Main speaker – Richard Cauldwell, freelance ELT consultant & author.
Wednesday, 6th November 2013
The model of speech which dominates language teaching is one that is designed for clear intelligible pronunciation – the careful speech model (CSM). The CSM is something to refer to, to aim at, and to emulate. However, it is an obstacle to the effective teaching and learning of listening in English. Spontaneous speech – indeed any speech that learners encounter outside of the classroom – is much less orderly than that predicted/advocated by the CSM. We need to incorporate activities which embody the unruliness of everyday speech into our teaching, and to achieve this aim we need also to allow room for another model of speech, the Spontaneous Speech Model.
Richard Cauldwell has taught English in France, Hong Kong, Japan, and the UK. He studied with David Brazil at the University of Birmingham, where he also taught international students for eleven years. Since 2001 he has been designing and publishing electronic materials for listening and pronunciation. His publications have won two British Council ELTons (2004 and 2013) and his recent Cool Speech (an iPad app) and Phonology for Listening have been shortlisted for English Speaking Union prizes (to be announced in December 2013).
Saturday, 18th June 2013: NATESOL Annual Conference
'Sounds interesting - innovative approaches to the teaching of the spoken language in second language learning'.
Adrian UnderHill, 'Pronunciation, the Cinderella of ELT, and the two princes... '
Peter Watkins, ' From practice to theory: teaching speaking'
Richard Cauldwell, 'Playing with soundshapes: dynamic activities for teaching listening'
Mark Hancock, 'Pronunciation for listeners: making sense of connected speech'
Annie McDonald, 'Teaching listening with authentic audio texts
Piers Messum, 'The problem with pronunciation - and the solution'
Karenne Sylvester, ' Let's talk about TED'
Adrian Underhill (as a follow-up to his plenary) 'Understanding and using the phonemic chart'
NATESOL AGM 2013
Thursday, 21st March, 2013 - 'Cafe culture in ELT- the importance of reading for pleasure’ by Jez Uden ( sponsored by the British Council).
With research consistently highlighting the benefits of an extensive reading approach, and some claiming that it is the most effective way to improve language proficiency, it seems surprising that extensive reading still finds itself as the road less travelled. In this talk, we will begin by looking at some of the key research highlighting the many benefits of reading for pleasure, before looking at ways of implementing successful extensive reading programs in a variety of teaching contexts.
Jez Uden holds an MA ELT, and Cambridge DELTA, and teaches EAP at Nottingham Trent University. He is currently
involved in reading and vocabulary research, and regularly writes and presents on extensive reading.
Monday, 4th March, 2013, MAES, Longsight library - Supporting and tailoring autonomous learning with the Pearson ‘My Lab’ online resources’ ' by Catriona Gemmell (Pearson) with Keith Gould (University of Salford)
The Pearson 'My Lab' series offers access to a range of specific e-learning resources over the internet linked to key Pearson texts. It also allows tutors to create specific ‘class areas’ in which to utilise pre-authored online tasks at a pace appropriate to the specific learning cohort. The ‘My Lab’ system also allows the inclusion of custom authored materials by the tutor to compliment the pre-authored tasks already available.
This session will include a demonstration of key 'My Lab' products as well as a practical overview of a project to incorporate 'My Lab' into foundation EFL programmes at Salford University.
Wednesday, 30th January 2013 MMU - 'Empowering the dyslexic language learner' by Judit Kormos
Dyslexic language learners have been long neglected in the field of second/foreign language teaching despite the fact they constitute about 10% of the student population. In this talk I will discuss the effect of dyslexia on processes of foreign language learning and on motivation to acquire another language in a classroom context. In the presentation I will elaborate what methods of classroom management, task design and teaching techniques can empower dyslexic language learners to fulfil their potentials in language learning.
Judit Kormos is a Reader in Second Language Acquisition at Lancaster University where she teaches on the MA TESOL and MA Language Testing programmes. She is also a partner in the Dyslexia for Teachers of English as a Foreign Language project sponsored by the European Commission. Her research interests are the psycholinguistics of second language acquisition and second language speech production.
Link to presentation Presentation
Link to poster Poster
TUESDAY 30th OCTOBER 2012
'If you heard me, I’d bet you would think I was white’. Problematising teacher identity in TESOL.
by Richard Fay & Eljee Javier ( The University of Manchester)
As recent postings to the BAAL - mail discussion list indicate, the topic of the nativeness of English language teachers is an enduring and divisive one. In this session, we will futher problematise this topic through anexploration of the professional life stories of visible ethnic minority native-English speaker teachers(VEM-NESTs) and consider what these might reveal about the complexities of 21st century teacher identity in TESOL.
Richard Fay is a Lecturer on the MA TESOL / EdTech and TESOL programme and the course co-coordinator for the MA Intercultural Communication at the University of Manchester. His main research interests are language education as intercultural practice; intercultural aspects of distance education (appropriate distance learning methodology); narrative research methods; intercultural citizenships of visible ethnic minority native-English speaker teachers
Eljee Javier is a final year PhD Education student studying at the School of Education at The University of Manchester. Her main research interests are language teacher identity; native/non-native speaker issues; narrative research approaches.
1) HANDOUT : LINK TO HANDOUT
Link to Eljee Javier blog site
Going public with research